The Impact Of Multiple Feedback Model On High School English Writing Ability Under Dynamic Evaluation Theor

Writing ability is a crucial part of language ability,which has received wide attention.The improvement of English writing ability can be achieved through effective feedback,which is a hot issue in the research field in recent years.However,in the actual English writing teaching,there are still some problems,such as teachers and students pay insufficient attention to writing,the efficiency of writing classes is low,and the workload of teachers’ writing evaluation is too large,which resulting in poor feedback effect.In addition,the research results of writing teaching and writing feedback at home and abroad show that the current research on second language writing feedback has entered a period of rapid development.The research on corrective feedback mainly focuses on the effectiveness of different types of feedback methods,students’ attitudes towards feedback methods,the combination of different feedback methods,etc.In terms of the combination of different feedback methods,domestic scholars mostly take college students as the research objects,and rarely go deep into the front-line classroom to explore the impact of feedback on senior high school students’ English writing ability.Based on this,this study attempts to apply the multi-feedback model to the teaching of English writing in high school,and explore the impact of this model on the ability of high school English writing.Based on the dynamic evaluation theory,this study takes 62 students from two classes in a high school as the research object.Through experimental research method,questionnaire method and interview method,this research explores the effect of multiple feedback model on senior high school students’ English writing ability within the framework of dynamic assessment theory.The research focuses on the following two questions:(1)What is the effect of multiple feedback model on the overall level of senior high school English writing?(2)What is the effect of multiple feedback model on the complexity,the accuracy and the fluency of senior high school English writing?The results show that the multiple feedback mode within the dynamic evaluation theory is helpful for the improvement of English writing ability.Firstly,the overall level of English writing in the experimental class,as well as the complexity,accuracy and fluency,have been improved to varying degrees;secondly,the multiple feedback model can significantly improve the syntactic complexity,accuracy and fluency of English writing,but there is no significant impact on the vocabulary complexity of students’ English writing;finally,after the implementation of multiple feedback models,students’ self-efficacy of writing has been significantly improved.The research results show that compared with the single teacher feedback mode,the multiple feedback mode has certain advantages in improving the English writing ability of high school students.This study has certain implications for foreign language teaching.First of all,teachers should combine information technology with teaching practice to realize the empowerment of information technology.Secondly,teachers should play the role of “facilitator” in the multiple feedback mode and monitor and manage the feedback process.Finally,students should consciously improve the complexity,accuracy and fluency of English writing,and then improve their English writing ability.Overall,this research has achieved the expected goals and can provide a reference for the theoretical development of English writing feedback research and its application in writing teaching.